Dr. Phil Capin’s primary research interest is to identify effective practices for improving reading outcomes among children, particularly bilingual students and children with or at risk for learning disabilities. Dr. Capin currently serves as co-principal investigator for three grants funded by the Institute of Education Sciences or the National Institutes of Health focused on improving reading outcomes, including two projects focused on bilingual learners.
Capin, P., Roberts, G., Clemens, N., & Vaughn, S. (in press). When treatment adherence matters: Interactions among treatment adherence, instructional quality, and student characteristics on reading outcomes. Reading Research Quarterly.
Capin, P., Cho, E., Miciak, J., Roberts, G., & Vaughn, S. (2021). Examining the reading and cognitive profiles of students with significant reading comprehension difficulties: A latent class analysis. Learning Disabilities Quarterly. Advance online publication.
Capin, P., Stevens, E. A., Stewart, A. A., Swanson, E., & Vaughn, S. (2021). Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching. Reading and Writing. Advance online publication.
Hall, C., Capin, P., Vaughn, S., Gillam, S. L., Gillam, R. B., Fall, A.-M., Roberts, G., & Dille, J. T. (2021). Narrative instruction in elementary classrooms: An observation study. Elementary School Journal. Advance online publication.
Capin, P., Hall, C., & Vaughn, S. (2020). Best practices in the assessment and treatment of language-based reading and writing disabilities among English language learners. Perspectives on Language and Literacy, 46(2), 26–31.
Vaughn, S., Capin, P., Scammacca, N., Roberts, G., Cirino, P., & Fletcher, J. M. (2020). The critical role of word reading as a predictor of response to intervention. Journal of Learning Disabilities. Advance online publication.
Cho, E., Capin, P., Roberts, G., Roberts, G., & Vaughn, S. (2019). Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading. Journal of Educational Psychology, 111(6), 982–1000.
Capin, P., Walker, M. A., Vaughn, S., & Wanzek, J. (2018) Treatment fidelity in reading intervention research: A synthesis of the literature. Educational Psychology Review, 30(3), 885–919.
Capin, P., & Vaughn, S. (2017). Improving reading and social studies learning for secondary students with reading disabilities. Teaching Exceptional Children, 49, 249–261.